Dyslexia

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Dyslexia
Fact Sheet compiled by
Maggie Wilson and Stephanie Jablonski

Dyslexia is a learning disability that mostly affects an individual’s ability in certain areas of literacy, mostly in reading and writing. Characteristics of dyslexia can vary from day-to-day or minute-to-minute. The most consistent thing about dyslexics is their inconsistency.

General Characteristics of dyslexia
· Intelligent and articulate, but cannot write, read, or spell at grade level.
· Talented in art, drama, music, sports, story-telling
· Reading or writing shows repetitions, additions, transpositions, omissions, substitutions, and reversals in letters, numbers and/or words.
· Can be ambidextrous, and often confuses left/right, over/under.
·Can count, but has difficulty counting objects and dealing with money.
·Can do arithmetic, but fails word problems; cannot grasp algebra or higher math.
· Difficulty with joining letters/handwriting might be illegible
· Extended hearing-easily distracted by sounds
· Clumsy, uncoordinated, poor at ball or team sports; difficulties with fine and/or gross motor skills and tasks; prone to motion-sickness.
· May be slow to learn new skills; relies heavily on memorizing without understanding
· Has poor confidence and self-esteem.
Kindegarten-4th Grade
· May confuse small words: “to” for “at,” “said” for “and”, “does” for “goes”
· Make consistent reading and spelling errors, including:
o Letter reversals such as d for b.
o Word reversals such as tip for pit.
o Inversions such as m and w and u and n.
o Transpositions such as felt and left.
o Substitutions such as house and home.
· Often confuses arithmetic signs
·Confused by letters, numbers, words, sequences, or verbal explanations.

5th-8th Grade
· May be slow to learn prefixes, suffixes, root words, and other reading and spelling strategies.
· May have difficulty with planning, organizing and managing time, materials and tasks.
· May have trouble with non-literal language (idioms, jokes, proverbs, slang).
· Spells phonetically and inconsistently.

Misconceptions:
Academic

  • Slow learners
    • Low reading ability equals low intelligence
    • Not putting forth any effort
    • Unmotivated to finish task/assignments and not engaged in lessons
  • Reading
    • See/Read words backwards: krof
    • Letter Reversals: dlenb
      • Does not read or see backwards. Difficulty blending sounds
· Students will “grow out of it”
Behavior
Have a psychological, motivational or social behavior

  • Emotionally impaired
Lazy and irresponsible

  • Incomplete assignments
Lack of participation/Classroom Behavior

  • Anxiety to participate in discussion
  • Stress over classroom work, reading, and pressure from home
  • Poor self-image due to social isolation

Modifications:
Environment
  • Positive Environment
  • Maintain daily routines so they know what is expected
Visual
· Picture glossary
· Use props
· Dramatic arts: Acting out stories

  • Diagrams
  • Colored Pens
Verbal
  • Listening Center: books on tape
  • Oral reports
  • Oral directions and step by step instruction sheets
  • Give assignments in written and oral form
  • Use mnemonic strategies
Hands-on Strategies
  • Multisensory lessons
· Tactile experiences with letters

  • Use props

Accommodations for students with dyslexia:
· Repeat/read directions aloud.
· Working with a partner.
· Provide these students with graphic organizers for certain activities
· Provide visual displays for information/content.
· Assess students orally
· Do not grade harshly on spelling, grammar, and punctuation.
· Reduce their amount of homework.
o Eliminate timed tests or reduce the number of questions.

Resources:
National Center for Learning Disabilities http://www.ncld.org/content/view/308/456049/
Christian County Association www.hopkinsvilledyslexia.org/commonsigns.html